03 reflection on language
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REFLECTION ONREFLECTION ONLANGUAGELANGUAGE
REFLECTION ONREFLECTION ONLANGUAGELANGUAGE
WHAT?WHAT?WHY?WHY?
HOW?HOW?
Caroline Moore
March, 2006
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WHAT DO WE MEAN BY
REFLECTION ON LANGUAGE? ...this is a stage for students toconduct reflective observation oflanguage, which means that
students themselves must try tomake sense of how languageworks. By doing so, students moveto a stage of abstractconceptualisation, in which they
make generalisations aboutlanguage. The teacher should seekto promote and guide reflection,and redirect it when necessary.[Planes y programas. Ingls, p.18]
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IN OTHER WORDS... ...this is a stage for students toconduct reflective observation oflanguage, which means that
students themselves must try tomake sense of how languageworks. By doing so, students moveto a stage of abstractconceptualisation, in which they
make generalisations aboutlanguage. The teacher should seekto promote and guide reflection,and redirect it when necessary.[Planes y programas. Ingls, p.18]
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WHY ENCOURAGE
REFLECTION ON LANGUAGE? IT FITS WITH A
CONSTRUCTIVE APPROACH TO
LEARNING
IT IS PART OF EXPERIENTIALLEARNING
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The Experiential Learning
Cycle CONCRETE
EXPERIENCE
ACTIVE REFLECTIVEEXPERIMENTATION OBSERVATION
ABSTRACTCONCEPTUALISATION
[Kolb 1984]
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HUMANS HAVE A NATURALTENDENCY AND ABILITY TO MAKESENSE OF LANGUAGE AND TO
SYSTEMATISE IT
SUCCESFUL LEARNERS AREACTIVELY INVOLVED IN LOOKING
FOR REGULARITIES IN LANGUAGEDATA AND IN DRAWINGCONCLUSIONS FROM THOSEREGULARITIES.
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AWARENESS-RAISING EMPOWERSLEARNERS TO TAKE A MORE ACTIVEAND CONSCIOUS PART IN THEIRLEARNING.
AWARENESS RAISING DEVELOPS
A HEALTHY SPIRIT OF ENQUIRYWHICH IS A POSITIVE SKILL FORLIFE.
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HOW DO WE FACILITATE
REFLECTION ON LANGUAGE? ...this is a stage for students toconduct reflective observation oflanguage, which means that
students themselves must try tomake sense of how languageworks. By doing so, students moveto a stage of abstractconceptualisation, in which they
make generalisations aboutlanguage. The teacher should seekto promote and guide reflection,and redirect it when necessary.[Planes y programas. Ingls, p.18]
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ISOLATE A SPECIFIC LINGUISTICFEATURE FOR FOCUSEDATTENTION.
PROVIDE SUFFICIENT DATA WHICHILLUSTRATES THE TARGETEDFEATURE
ENCOURAGE LEARNERS TO UTILIZEINTELLECTUAL EFFORT TOUNDERSTAND THE TARGET
FEATURE.
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REFLECTION WITHIN THE
EXPERIENTIAL CYCLECONCRETEEXPERIENCE
ACTIVE REFLECTIVE
EXPERIMENTATION OBSERVATION
ABSTRACT
CONCEPTUALISATION NOTICE
DRAWCONCLUSIONS
RE-ORGANISE
VIEW OF LANGUAGE
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TECHNIQUES FOR
ENCOURAGING REFLECTION
IDENTIFY / CONSOLIDATE
Learners search a set of data to identify aspecific pattern or use of a languageform.
CLASSIFYlearners work with a set of data and sort
it according to similarities anddifferences
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HYPOTHESIS BUILDINGLearners make generalisations about
language and then check these against
more language data.
CROSS LANGUAGE COMPARISON
Learners identify similarities anddifferences between L1 and L2.
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RECONSTRUCT / DECONSTRUCTLearners recall and reconstruct elements
of a text to highlight and reveal
significant features.
REFERENCE SEARCH
Learners use reference books -dictionaries, grammars, study guidesetc. to find out about language.
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WHAT AREAS CAN WE
WORK WITH?
GRAMMAR
Forms and Use
PRONUNCIATIONSounds, Reduced forms, Stress,
Intonation
FUNCTIONS
Exponents and their
Forms and Use
VOCABULARY
Meaning, Spelling, Collocation
REFLECT ON...
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WHAT MAKES A GOOD
TRAINING SESSION? ACCESSIBLEThe theory is digestible
PRACTICAL
Hands on and task based. The contenttakes into account the level of thelearners and is appropriate for thereality of the educational context.
ENGAGINGThe content is both interesting and
challenging.
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Some Suggestions... Set problems, activities andtasks that raise relevantpoints.
Encourage participants to fullyengage with the tasks.
Elicit as much as possible.
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Provide appropriate examples.
Make participants aware ofwhat they have been learning
Encourage self-evaluation